师生相互认知作用下教与学地位转化的形态  

The Transformation Form of Teaching and Learning under Perceiving Action between Teachers and Students

作　　者：曾茂林[1] 李方[2] 

机构地区：[1]湛江师范学院教育科学学院 [2]湛江师范学院特聘教授，湛江524048

出　　处：《教育发展研究》2012年第10期57-61,共5页Research in Educational Development

基　　金：国家社科基金教育学科2006年度规划基金课题“中国六十年教育基本理论的发展与教育实践结合的研究”(BAA060012)的系列成果

摘　　要：现有教与学支配地位的研究多持主客体对立或复合主体论观点,后现代主义则认为教学活动中师生是以主体间性关系存在的。从主体间性出发,探究师生相互间的认知及其调控活动,形成对教学活动中支配地位变化的理论认识,更为迫近复杂多变的教学实际。中国道教的太极演化图可以用来形象地表征师生主体间的认知作用,展示教与学支配地位阶段转化的理论形态。应用这一理论认识成果,可以探究出师生之间在学段教学、学科教学、单元教学和课堂教学中,教与学支配地位演化的实践形态。Up to now,a great number of researchers hold that the subject and the object oppose each other,or they think that multiple subjects exist,while Postmodernism think that intersubjectivity is the main relationship during the teaching and learning activity.If researchers examine the mutual cognition and regulatory activity of teachers and students from the view of intersubjectivity,and form the theoretical view on the change of dominance during teaching activities,then the complex teaching practice can be exposed more clearly.Tai Chi transformation image of Chinese Taoism can show the cognitive action between the teachers and students,and show the theoretical form in the dominance transformation phase between teaching and learning.And appling this theoretical result,the practice shape of the dominance between teachers and learners can be constructed,including different periods,discipline teaching,the unit teaching and the classroom instruction.

关 键 词：相互认知 教与学 地位转化 理论形态 实践形态 

分 类 号：G456[文化科学—教育学]